A Study On The Application Of Mind Maps In The Reading Teaching Of Primary School English Units

The goal of English teaching at the primary schools is to raise students' interest in learning English,and help transfer English learned to practice.The focus of English teaching at the primary schools is to foster their awareness of language use in particular context and the ability to communicate with the target language.Reading is one important reflection of the ability of language use.It is of importance to improve primary students' reading proficiency.In the routine English writing lessons,what takes the dominant position is the traditional teaching ideology of teacher-oriented teaching with the aim of fulfilling the teaching tasks and emphasizing the knowledge from textbooks.As a result,students rely heavily on the teachers without any independent or innovative thinking.It is worth considering how to foster students' independent and creative thinking,and promote their growth in the English reading classes.“The Study on the Application of Mind Map in teaching English reading in the Primary schools” aims to show case an effective teaching model that can improve teaching efficiency and foster students independent thinking.This study was conducted among a group of Grade 6 students in Phoenix City International School under the condition of group cooperation.The methodology of this study is under the paradigm of literature review,action research and experimental research.A model of teaching reading was developed based on Tony Buzan's Mind Map theory and analysis of related theories.The model was later applied to the lesson design of primary school English reading teaching.It has been tested and modified after each of the three experimental teaching practices.The final model was proposed as a theoretically and empirically effective English reading teaching model that stimulate students' interest in English reading,in particular it helps the teachers to guide the students' proper thinking and efficient reading in the limited class time.The teaching model that was finally proved to be applicative for our school is as followed:first,presenting the reading topic(an element for independent thinking);second,organizing the students into groups and requiring them to air their views in turns under the supervision of the teacher;third,painting on their own;fourth,inviting the top students to give demonstrations via projection or oral expression;fifth,optimizing their mind maps;sixth,retelling in their groups;last,retelling on their own.Through interviews and questionnaires,the author found that learning through the mind map has raised their interest and efficiency in reading.Chapter 1 of the thesis describes the background and purpose of the study.Chapter 2describes the Think guide and its relevant literature.Chapter 3 reviews the previous literature that serves as the foundation for this study.Chapter 4 introduces the preparation for this study.Chapter 5 to 7 analyses the results from three experiments of teaching practices and discuss the application of Mind Map in reading teaching practice in the primary school and suggest a teaching mode derived from the practice.Chapter 8 presents the findings from the study and discuss the findings.Chapter 9 summarizes the study and proposes the implications for future studies.